Music Textbooks Used at Secondary School Level and Their Analysis in Terms of Content (Example of Turkey, England and Italy)

Şevval Çelik; Nilay Özaydın; Nurtuğ Barışeri Ahmethan

Makale detayları

Music Textbooks Used at Secondary School Level and Their Analysis in Terms of Content (Example of Turkey, England and Italy)

Yazarlar:

Şevval Çelik | Nilay Özaydın | Nurtuğ Barışeri Ahmethan

Yayıncı:

Gazi University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 3, pp.2329-2368

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001308205

pISSN:

1301-9058

Anahtar kelimeler:

Özet:

 This research aims to comparatively examine and evaluate the music textbooks used at secondary school level in Turkey, England and Italy in terms of content. In the research, the data were obtained by document analysis and content analysis technique was used in the analysis of the data. The universe of the research consists of European countries and 6th, 7th and 8th grade music textbooks taught in these countries in the 2020-2021 academic year. The sample consists of eight selected books taught in 6th, 7th and 8th grades in Turkey, England and Italy in the 2020-2021 academic year. Secondary school music textbooks used in England and Italy were translated from English andItalian languages to Turkish. In the examination, the subject of music theory shows similarities in the textbooks used in Turkey and England. In England, to film soundtracks, to recognize instruments in Italy. In Turkey, it is seen that basic music education subjects are included. However, it was found that the subjects, melody and rhythm creation sections of the three countries, which contain the cultural heritage of each nation, are similar. It is stated that there are mostly activities in the field of musical information in Turkish textbooks. It was found that the Turkish textbooks mostly included activities related to musical knowledge, while musical playing and instrumental vocalisation themed activities were given less space. In this sense, the time allocated to music lessons in Turkey can be increased. Increasing this time will contribute to the allocation of sufficient time for instrument training, more activities in the lesson and efficient teaching of the lessons.

 This research aims to comparatively examine and evaluate the music textbooks used at secondary school level in Turkey, England and Italy in terms of content. In the research, the data were obtained by document analysis and content analysis technique was used in the analysis of the data. The universe of the research consists of European countries and 6th, 7th and 8th grade music textbooks taught in these countries in the 2020-2021 academic year. The sample consists of eight selected books taught in 6th, 7th and 8th grades in Turkey, England and Italy in the 2020-2021 academic year. Secondary school music textbooks used in England and Italy were translated from English andItalian languages to Turkish. In the examination, the subject of music theory shows similarities in the textbooks used in Turkey and England. In England, to film soundtracks, to recognize instruments in Italy. In Turkey, it is seen that basic music education subjects are included. However, it was found that the subjects, melody and rhythm creation sections of the three countries, which contain the cultural heritage of each nation, are similar. It is stated that there are mostly activities in the field of musical information in Turkish textbooks. It was found that the Turkish textbooks mostly included activities related to musical knowledge, while musical playing and instrumental vocalisation themed activities were given less space. In this sense, the time allocated to music lessons in Turkey can be increased. Increasing this time will contribute to the allocation of sufficient time for instrument training, more activities in the lesson and efficient teaching of the lessons.

 This research aims to comparatively examine and evaluate the music textbooks used at secondary school level in Turkey, England and Italy in terms of content. In the research, the data were obtained by document analysis and content analysis technique was used in the analysis of the data. The universe of the research consists of European countries and 6th, 7th and 8th grade music textbooks taught in these countries in the 2020-2021 academic year. The sample consists of eight selected books taught in 6th, 7th and 8th grades in Turkey, England and Italy in the 2020-2021 academic year. Secondary school music textbooks used in England and Italy were translated from English andItalian languages to Turkish. In the examination, the subject of music theory shows similarities in the textbooks used in Turkey and England. In England, to film soundtracks, to recognize instruments in Italy. In Turkey, it is seen that basic music education subjects are included. However, it was found that the subjects, melody and rhythm creation sections of the three countries, which contain the cultural heritage of each nation, are similar. It is stated that there are mostly activities in the field of musical information in Turkish textbooks. It was found that the Turkish textbooks mostly included activities related to musical knowledge, while musical playing and instrumental vocalisation themed activities were given less space. In this sense, the time allocated to music lessons in Turkey can be increased. Increasing this time will contribute to the allocation of sufficient time for instrument training, more activities in the lesson and efficient teaching of the lessons.

 Bu araştırma, Türkiye, İngiltere ve İtalyada ortaokul düzeyinde kullanılan müzik ders kitaplarını içerik bakımından karşılaştırmalı olarak incelemeyi ve değerlendirmeyi amaçlamaktadır. Araştırmada veriler doküman analizi ile elde edilmiş, verilerin analizinde içerik analizi tekniği kullanılmıştır. Araştırmanın evrenini, 2020- 2021 öğretim yılında Avrupa ülkeleri ile bu ülkelerde okutulan 6, 7 ve 8. sınıf müzik ders kitapları; örneklemini ise Türkiye, İngiltere ve İtalya ile 2020- 2021 öğretim yılında 6, 7 ve 8. sınıflarda okutulan seçilmiş sekiz kitap oluşturmaktadır. İngiltere ve İtalya ortaokul müzik ders kitapları İngilizce- İtalyanca dillerinden Türkçe ye tercüme edilmiştir. Yapılan incelemede, Türkiye ve İngilterede kullanılan ders kitaplarında müzik teorisi konusu benzerlik göstermektedir. İngilterede, film müziklerine, İtalyada enstrümanları tanımaya. Türkiyede ise temel müzik eğitimi konularına yer verildiği görülmektedir. Bununla birlikte üç ülkenin her millete ait kültürel mirası içinde barındıran konuların, ezgi ve ritim yaratma bölümlerinin benzer olduğu bulgusuna ulaşılmıştır. Türkiye ders kitaplarında daha çok müziksel bilgilenme alanına ait etkinliklerin olduğu; müziksel çalma ve çalgısal seslendirme temalı etkinliklere daha az yer verildiği saptanmıştır. Bu anlamda Türkiyede müzik dersine tanınan süre arttırılabilir. Bu sürenin arttırılması çalgı eğitimine de yeterli zamanın ayırılmasına, derste daha çok etkinlik yapılmasına ve derslerin verimli işlenmesine katkı sağlayacaktır.

Makale detayları

Music Textbooks Used at Secondary School Level and Their Analysis in Terms of Content (Example of Turkey, England and Italy)

Yazarlar:

Şevval Çelik | Nilay Özaydın | Nurtuğ Barışeri Ahmethan

Yayıncı:

Gazi University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 3, pp.2329-2368

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001308205

pISSN:

1301-9058

Music Education

Secondary School Music Textbook

Comparative Education

Content EvaluationMüzik Eğitimi

Ortaokul Müzik Ders Kitabı

Karşılaştırmalı Eğitim

İçerik Değerlendirme

Sayı

Makale detayları

Yazarlar: Şevval Çelik | Nilay Özaydın | Nurtuğ Barışeri Ahmethan

Yayıncı: Gazi University

Ana Başlıklar: Güzel Sanatlar Eğitimi

Dergi: Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 3, pp.2329-2368

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001308205

pISSN: 1301-9058

Sayı

Yazarlar:

Şevval Çelik | Nilay Özaydın | Nurtuğ Barışeri Ahmethan

Yayıncı:

Gazi University

Ana Başlıklar:

Güzel Sanatlar Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 3, pp.2329-2368

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001308205

pISSN:

1301-9058